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IntroductionSchool-based social support for Black students may mediate or modify the association between school segregation and late-life cognition.MethodsStudy of Healthy Aging in African Americans participants (n = 574) reported segregated school attendance and school-based social support. Associations of segregated schooling with domain-specific cognitive outcomes and effect modification or mediation by school-based social support were evaluated with linear mixed models.ResultsSegregated school attendance was associated with increased likelihood of school-based social support. Segregated (vs. desegregated in 6th grade) school attendance was associated with lower executive function (β = -0.18 [-0.34, -0.02]) and semantic memory z-scores (β = -0.31 [-0.48, -0.13]). Social support did not mediate these associations. Estimates for segregated school attendance were attenuated among those who felt supported, although there was limited evidence of statistically significant effect modification.DiscussionEarly-childhood school segregation was associated with poorer cognitive function. Sources of resilience within racialized educational experiences should be further evaluated to bridge inequities.HighlightsSchool segregation is a form of structural racism that affected the educational experiences of Black youth with potentially lasting consequences for healthy brain aging. Black students who attended a segregated school experienced greater school-based social support, which may highlight a potential source of resilience and resistance against the effects of racism-related stressors on cognitive function. The estimated adverse association between attending a segregated school on cognition was larger for students without an adult at school who cared about them versus those with an adult at school who cared about them, but estimates were imprecise.

Associations of total testosterone (T) and calculated free T with cardiovascular disease (CVD) remain poorly understood. Particularly how these associations vary according to race and ethnicity in a nationally representative sample of men. Data included 7058 men (≥20 years) from NHANES. CVD was defined as any reported diagnosis of heart failure (HF), coronary artery disease (CAD), myocardial infarction (MI), and stroke. Total T (ng/mL) was obtained among males who participated in the morning examination. Weighted multivariable-adjusted logistic regression models were conducted. We found associations of low T (OR = 1.57, 95% CI = 1.17-2.11), low calculated free T (OR = 1.53, 95% CI = 1.10-2.17), total T (Q1 vs Q5), and calculated free T (Q1 vs Q5) with CVD after adjusting for estradiol and SHBG. In disease specific analysis, low T increased prevalence of MI (OR = 1.72, 95% CI = 1.08-2.75) and HF (OR = 1.74, 95% CI = 1.08-2.82), but a continuous increment of total T reduced the prevalence of CAD. Similar inverse associations were identified among White and Mexican Americans, but not Blacks (OR = 0.93, 95% CI = 0.49-1.76). Low levels of T and calculated free T were associated with an increased prevalence of overall CVD and among White and Mexican Americans. Associations remained in the same direction with specific CVD outcomes in the overall population.

Higher adult child educational attainment may benefit older parents psychosocial well-being in later life. This may be particularly important in low- and middle-income countries, where recent generations have experienced comparatively large increases in educational attainment. We used data from the 2012 Mexican Health and Aging Study, a nationally representative study of adults aged ≥50 years and leveraged the exogenous variation in adult child education induced by Mexicos compulsory schooling law passed in 1993. We employed two-stage least squares (2SLS) regression to estimate the effects of increased schooling among adult children on parents (respondents) depressive symptoms and life satisfaction scores, controlling for demographic and socioeconomic characteristics. We considered heterogeneity by parent and child gender and other sociodemographic characteristics. Our study included 7186 participants with an average age of 60.1 years; 54.9% were female. In the 2SLS analyses, increased schooling among oldest adult children was associated with fewer depressive symptoms (β = -0.25; 95% CI: -0.51, 0.00) but no difference in life satisfaction (β = 0.01; 95% CI: -0.22, 0.25). Stratified models indicated differences in the magnitude of association with depressive symptoms for mothers (β = -0.27, 95% CI: -0.56, 0.01) and fathers (β = -0.18, 95% CI: -0.63, 0.26) and when considering increased schooling of oldest sons (β = -0.37; 95% CI: -0.73, -0.02) and daughters (β = -0.05, 95% CI: -0.23, 0.13). No parent and child gender differences were found for life satisfaction. Power was limited to detect heterogeneity across other sociodemographic characteristics in the second stage although first-stage estimates were larger for urban (vs. rural) dwelling and more (vs. less) highly educated respondents. Results were similar when considering the highest educated child as well as increased schooling across all children. Our findings suggest that longer schooling among current generations of adult children, particularly sons, may benefit their older parents psychosocial well-being.

ObjectivesTo examine demographic, socioeconomic, and regional differences in contraceptive access, differences between telehealth and in-person contraception visits, and telehealth quality in the United States during the COVID-19 pandemic.Study designWe surveyed reproductive-age women about contraception visits during the COVID-19 pandemic via social media in July 2020 and January 2021. We used multivariable regression to examine relationships between age, racial/ethnic identity, educational attainment, income, insurance type, region, and COVID-19 related hardship, and ability to obtain a contraceptive appointment, telehealth vs in-person visits, and telehealth quality scores.ResultsAmong 2031 respondents seeking a contraception visit, 1490 (73.4%) reported any visit, of which 530 (35.6%) were telehealth. In adjusted analyses, lower odds of any visit was associated with Hispanic/Latinx and Mixed race/Other identity (aOR 0.59 [0.37-0.94], aOR 0.36 [0.22-0.59], respectively), the South, Midwest, Northeast (aOR 0.63 [0.47-0.85], aOR 0.64 [0.46-0.90], aOR 0.52 [CI 0.36-0.75], respectively), no insurance (aOR 0.63 [0.43-0.91]), greater COVID-19 hardship (aOR 0.52 [0.31-0.87]), and earlier pandemic timing (January 2021 vs July 2020 aOR 2.14 [1.69-2.70]). Respondents from the Midwest and South had lower odds of telehealth vs in-person care (aOR 0.63 [0.44-0.88], aOR 0.54 [0.40-0.72], respectively). Hispanic/Latinx respondents and those in the Midwest had lower odds of high telehealth quality (aOR 0.37 [0.17-0.80], aOR 0.58 [0.35-0.95], respectively).ConclusionsWe found inequities in contraceptive care access, less telehealth use for contraception visits in the South and Midwest, and lower telehealth quality among Hispanic/Latinx people during the COVID-19 pandemic. Future research should focus on telehealth access, quality, and patients' preferences.ImplicationsHistorically marginalized groups have faced disproportionate barriers to contraceptive care, and telehealth for contraceptive care has not been employed equitably during the COVID-19 pandemic. Though telehealth has the potential to improve access to care, inequitable implementation could exacerbate existing disparities.

BackgroundAt the start of the COVID-19 pandemic, telehealth practices for pregnancy-related care were rapidly implemented. Telehealth for pregnancy-related care is likely to continue after the pandemic. In order for health systems and clinicians to provide person-centered pregnancy-related care via telehealth, it is critical to understand patients' telehealth experiences and their preferences regarding the use of telehealth moving forward.ObjectiveThis study aimed to describe perceived quality of prenatal and postpartum telehealth visits during COVID-19 and to examine the association between telehealth quality during the pandemic and future telehealth preferences.Study designWe used data from of an online sample of US women aged 18 to 45 years seeking reproductive health care during COVID-19. Two cross-sections of survey data were collected in July 2020 and January 2021. This analysis included those who sought prenatal (n=1496) or postpartum (n=482) care during the pandemic. Among those who had a prenatal or postpartum telehealth visit, we used multivariable logistic regression to examine the association between a measure of perceived telehealth quality and openness to future telehealth visits, adjusting for sociodemographic characteristics.ResultsA total of 57.5% of prenatal and 52.9% of postpartum respondents had a telehealth appointment. Respondents agreed with most statements about the quality of their telehealth appointments, with ≥80% reporting that they were convenient, easy, safe, and provided good information. Lower-ranked quality items were related to visits feeling personal and the patient feeling cared for. A total of 35.2% of prenatal (n=816) and 43.3% of postpartum (n=231) respondents expressed openness to telehealth visits in the future. Prenatal and postpartum respondents reporting higher telehealth quality had increased odds of being open to telehealth in the future (prenatal: adjusted odds ratio, 1.2; 95% confidence interval, 1.2-1.3; postpartum: adjusted odds ratio, 1.2; 95% confidence interval, 1.1-1.3).ConclusionPrenatal and postpartum respondents with better telehealth experiences were more likely to express openness to telehealth in the future, although most preferred future in-person visits. As pregnancy-related telehealth continues, it is important to offer appointment options that match patient preferences, especially populations that face barriers in access to care, and to explore ways to personalize care and support positive patient-provider relationships.

OBJECTIVES: The association of pain and depression has not been evaluated in low- and middle-income countries, which have a disproportionate burden of pain compared to high-income countries. METHODS: Using data from the Mexican Health and Aging Study (baseline, 2012; follow-up, 2015), we examined the bidirectional relationship between pain and depressive symptoms and identified shared predictors among community-dwelling participants ≥60 years (n = 7237). Multivariable logistic regressions models evaluated the association between (1) baseline pain and incident elevated depressive symptoms and (2) baseline depressive symptoms and incident pain, adjusting for demographic, socioeconomic, and health-related factors. Models included inverse probability weights and evaluated interactions by gender. RESULTS: Participants (55.0% women) were on average 69.1 years old. Over half reported no pain (60.7%) and low/no depressive symptoms (67.9%) in 2012, of which, 20.2% reported elevated depressive symptoms and 25.3% self-reported pain in 2015. Baseline pain was associated with higher odds of incident elevated depressive symptoms (aOR 1.65; 95% CI, 1.41-1.93). Baseline elevated depressive symptoms were associated with higher odds of developing pain (aOR 1.57; 95% CI, 1.32-1.87). Age, gender, self-rated health, and activity of daily living limitations were shared risk factors for pain and elevated depressive symptomatology onset. Although the incidence of elevated depressive symptoms and pain was higher in women, there were no statistically significant interactions. CONCLUSIONS: Older adults with pain or depression may be at risk for developing the other. These shared predictors could help identify patients in clinical settings, where pain and depression are often overlooked, reducing the cascading risk of this comorbidity.

ObjectivesVaccination for COVID-19 is an effective method of preventing complications; however, studies suggest that public attitudes toward the vaccine are heterogeneous. The objective of our study was to identify predictors for low likelihood of COVID-19 vaccination among women in the United States and determine whether reasons for low intention were modified by race, ethnicity, or other characteristics to better understand the factors that shape attitudes toward the COVID-19 vaccine and help inform multilevel interventions.MethodsIn January 2021, we used social media to recruit a cross-section of reproductive-aged women in the United States (N = 5269). Our primary outcome was self-reported low vaccination likelihood (responses of unlikely or very unlikely on a 5-item scale). Our secondary outcome was concerns influencing vaccination decision that participants selected from a list of 19 items. We estimated multivariable logistic regression models and controlled for respondents' sociodemographic characteristics.ResultsOverall, race and ethnicity, educational attainment, health insurance type, annual household income, partnership status, and US region were associated with low vaccine likelihood. The adjusted odds of reporting low likelihood were 1.83 (95% CI, 1.45-2.32) times greater among non-Hispanic Black than among non-Hispanic White participants. Among pregnant or postpartum participants, breastfeeding status was the strongest predictor (adjusted odds ratio = 2.77; 95% CI, 2.02-3.79).ConclusionsVaccine hesitancy and concerns may exacerbate existing COVID-19 health disparities in racial and ethnic groups and highlight the need to target messaging to specific populations, including pregnant and breastfeeding women, because these populations are at high risk for COVID-19 complications.

IntroductionStructural inequities may impact the relationship between COVID-19 and access to contraception.MethodsIn July 2020 and January 2021, we used social media to survey 2 samples of women of reproductive age who had not been surgically sterilized and were not currently pregnant about their experiences seeking contraception. We explore whether experiences differed for people experiencing social and/or economic disadvantage due to COVID-19, using multivariable logistic regression to control for age, education and income.ResultsIn July 2020, 51.5% of respondents who sought contraception (total N = 3064) reported barriers to care compared to 55.3% in January 2021 (total N = 2276). A larger percent (14% in July 2020 and 22% in Jan 2021) reported not using their preferred method of contraception due to COVID-19. Individuals experiencing income loss (OR = 1.61, 95% CI 1.27-2.04 early in the COVID-19 pandemic and OR = 1.58, 1.21-2.06 mid COVID-19 pandemic) and hunger (OR = 1.73, 1.24-2.40 early and OR = 2.02, 1.55-2.64 mid-COVID-19 pandemic) were more likely to report they would be using a different method if not for COVID-19, compared to respondents without income loss or hunger.ConclusionsCOVID-19 has complicated access to contraception, especially for disadvantaged populations.ImplicationsEfforts are needed to ensure access to contraception despite the COVID-19 epidemic, especially for disadvantaged populations.

Pre-existing immunity to seasonal endemic coronaviruses could have profound consequences for antibody responses to SARS-CoV-2, induced from natural infection or vaccination. A first step to establish whether pre-existing responses can impact SARS-CoV-2 infection is to understand the nature and extent of cross-reactivity in humans to coronaviruses. Here we compare serum antibody and memory B cell responses to coronavirus spike proteins from pre-pandemic and SARS-CoV-2 convalescent donors using binding and functional assays. We show weak evidence of pre-existing SARS-CoV-2 cross-reactive serum antibodies in pre-pandemic donors. However, we find evidence of pre-existing cross-reactive memory B cells that are activated during SARS-CoV-2 infection. Monoclonal antibodies show varying degrees of cross-reactivity with betacoronaviruses, including SARS-CoV-1 and endemic coronaviruses. We identify one cross-reactive neutralizing antibody specific to the S2 subunit of the S protein. Our results suggest that pre-existing immunity to endemic coronaviruses should be considered in evaluating antibody responses to SARS-CoV-2.

Pre-existing immune responses to seasonal endemic coronaviruses could have profound consequences for antibody responses to SARS-CoV-2, either induced in natural infection or through vaccination. Such consequences are well established in the influenza and flavivirus fields. A first step to establish whether pre-existing responses can impact SARS-CoV-2 infection is to understand the nature and extent of cross-reactivity in humans to coronaviruses. We compared serum antibody and memory B cell responses to coronavirus spike (S) proteins from pre-pandemic and SARS-CoV-2 convalescent donors using a series of binding and functional assays. We found weak evidence of pre-existing SARS-CoV-2 cross-reactive serum antibodies in pre-pandemic donors. However, we found stronger evidence of pre-existing cross-reactive memory B cells that were activated on SARS-CoV-2 infection. Monoclonal antibodies (mAbs) isolated from the donors showed varying degrees of cross-reactivity with betacoronaviruses, including SARS and endemic coronaviruses. None of the cross-reactive mAbs were neutralizing except for one that targeted the S2 subunit of the S protein. The results suggest that pre-existing immunity to endemic coronaviruses should be considered in evaluating antibody responses to SARS-CoV-2.

Mouse models of the transcriptional modulator Methyl-CpG-Binding Protein 2 (MeCP2) have advanced our understanding of Rett syndrome (RTT). RTT is a 'prototypical' neurodevelopmental disorder with many clinical features overlapping with other intellectual and developmental disabilities (IDD). Therapeutic interventions for RTT may therefore have broader applications. However, the reliance on the laboratory mouse to identify viable therapies for the human condition may present challenges in translating findings from the bench to the clinic. In addition, the need to identify outcome measures in well-chosen animal models is critical for preclinical trials. Here, we report that a novel Mecp2 rat model displays high face validity for modelling psychomotor regression of a learned skill, a deficit that has not been shown in Mecp2 mice. Juvenile play, a behavioural feature that is uniquely present in rats and not mice, is also impaired in female Mecp2 rats. Finally, we demonstrate that evaluating the molecular consequences of the loss of MeCP2 in both mouse and rat may result in higher predictive validity with respect to transcriptional changes in the human RTT brain. These data underscore the similarities and differences caused by the loss of MeCP2 among divergent rodent species which may have important implications for the treatment of individuals with disease-causing MECP2 mutations. Taken together, these findings demonstrate that the Mecp2 rat model is a complementary tool with unique features for the study of RTT and highlight the potential benefit of cross-species analyses in identifying potential disease-relevant preclinical outcome measures.

This educational research seeks to develop novel laboratory modules by using Case Studies in the Science Teaching method to introduce sustainability and environmental engineering laboratory concepts to 21st century learners. The increased interest in "going green" has led to a surge in the number of engineering students studying sustainable engineering concepts in their courses. This educational research project has worked to improve critical thinking and the transfer of laboratory concepts to tangible real world applications for students. A total of four case study laboratory modules were developed for a junior level, Environmental Engineering Laboratory course. The case modules focused on providing (1) the contextual case-study or problem based learning modules that link engineering topics to real world sustainable engineering issues and (2) hands-on experiences for students that are designed to address new areas in sustainable engineering. Four case studies were developed to engage students in a "short case story" with real or fictional characters experiencing a real world event. Following the case story, students conducted independent research related to the case and the laboratory exercise. This paper investigates the use of this method of laboratory instruction to improve student learning, self-efficacy and student engagement. Feedback from the student interviews suggested they felt the case studies methods used in the course were more engaging compared to their traditional laboratory classes they had taken during their education. The students particularly enjoyed the real world approaches and seeing how they could expect to apply course laboratory skills to their real jobs after graduation.

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children's involvement in science. This longitudinal study examined pathways from parental stimulation of children's curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children's curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N = 118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children's curiosity in facilitating trajectories into science, and relevance to science education is discussed.

Bird–window collisions (BWCs) are a major threat to avian populations, annually causing up to one billion bird deaths in the US alone and untold numbers of fatalities worldwide. Until recently, there has been limited institutional and governmental recognition of this issue and few coordinated, national‐level efforts to address it. To fill this need, citizen‐science campaigns have stepped in to generate scientific information about BWCs, raise public awareness, and advocate for policy and actions to reduce collisions. We review the BWC issue and showcase how citizen‐science programs in multiple countries have achieved these outcomes. Additional citizen‐driven successes in addressing BWCs are possible if key constraints are overcome, including funding limitations and challenges of proactively engaging stakeholders who can reduce BWCs at scale. Addressing this global conservation issue will also require building upon the recent increase in attention to BWCs by government agencies, nongovernmental organizations, commercial entities, and professional scientists. [ABSTRACT FROM AUTHOR]

The engineering profession continues to struggle to attract new talent, in part because it is not well understood by the general public and often viewed in a negative light. Therefore, engineering professionals have called for new approaches promote better understanding and change negative perceptions. One suggested approach is for engineering professors to create and teach courses for non-majors, perhaps as an option to fulfill general studies requirements. This paper describes one such course developed and offered at Elon University. The "Experience Engineering" course features hands-on, interdisciplinary team experiences that result in a tangible product: a remotely operated vehicle (ROV). Students are guided through the fundamental principles of physics, engineering, and electronics that govern the basic system components and operation. Teams are then challenged to integrate these basic components into a system design that is capable of achieving simulated real-world tasks within the confines of the materials provided, allotted budget, and available class time. In addition to discussing the course content in greater detail, this paper describes the assessment methods and outcomes from the first offering of the course. (Contains 5 tables.)

Background: It is unclear how school segregation, a form of structural racism, affects late‐life cognition. Though segregated schools were often under‐resourced, they likely shielded Black students from interpersonal racism present at integrated schools. Social support may mediate and/or modify the relationship between school segregation and cognition. Method: 467 STAR participants aged 50+ reported if they attended a segregated school in 1st and 6th grade and received grade‐specific school‐based social support (feeling cared for by an adult at school). Baseline executive function (EF), semantic memory (SM), and verbal episodic memory (VEM) were measured using the Spanish and English Neuropsychological Assessment Scales. For each grade, linear regression models evaluated the association of segregated school attendance with each cognitive domain, sequentially adjusting for demographics, school‐based social support, and education (in pooled models). Effect modification by school‐based social support was examined through stratified models and interaction terms. Result: The mean age was 68.2 (Table 1). Participants attending a segregated school in either grade were more likely to report school‐based social support than those in integrated schools (both p‐values<0.05; Figure 1). For each grade, attending a segregated vs integrated school was not associated with EF or VEM but was associated with lower SM (β(95% CI): ‐0.28(‐0.48, ‐0.08); Figure 2); results were similar when adjusting for social support. For each grade, effect estimates of attending a segregated school on SM and EF were smaller among those with social support than those without, though differences were not statistically significant (interaction p‐values>0.05;Table 2). In first grade, attending a segregated school was associated with SM among those without social support (β(95% CI): ‐0.40(‐0.78, ‐0.02)) but not among those with social support (β(95% CI): ‐0.10(‐0.36, 0.16)). The effect of attending a segregated school on VEM was not lower among those with social support in 1st or 6th grade than their counterparts without it. Stratified results were similar when adjusting for education. Conclusion: Having attended a segregated school may have both harmful and protective effects on late‐life cognition. Our findings suggest that potential harmful effects of having attended segregated schools may be diminished by the increased likelihood of school‐based social support. [ABSTRACT FROM AUTHOR]

Background: A nascent body of research suggests that higher adult child educational attainment may have beneficial impacts on older parents' cognitive aging. Children with higher education may offer both financial and non‐financial resources that help support healthy brain aging for older parents. The causality of these relationships is difficult to evaluate; quasi‐experimental approaches are needed to address the confounding bias expected for observational studies. Method: We used data from the Mexican Health and Aging Study (n = 6741), a nationally representative cohort of adults aged ≥50 years (2012), with repeated measures of verbal memory and verbal fluency assessed in 2012, 2015, and 2018. We leveraged a 1993 national compulsory schooling law (CSL), which raised minimum schooling from six to nine years, as a source of quasi‐experimental variation in (adult) children's education that is independent of confounders of the relationship between adult child education and parents' cognition. We generated a binary instrumental variable based on the respondents' oldest child's birth cohort and used two‐stage least squares estimation (2SLS). We compared 2SLS estimates to those generated via ordinary least squares (OLS) regression and mixed linear models adjusted for respondent and family‐level characteristics. Result: At baseline, participants (55.3% female) were on average 60.0 years old. OLS models suggested that more schooling among oldest adult children was associated with better baseline verbal memory (ß(95% CI): 0.017(0.012,0.022)) and verbal fluency z‐scores (ß(95% CI): 0.020(0.014,0.026)). Exposure to the CSL was associated with an increase in average educational attainment by 0.612 years (95% CI: 0.384, 0.842). However, estimates from 2SLS suggested no quasi‐experimental association between increased adult child schooling and older respondents' verbal memory (ß(95% CI): ‐0.039(‐0.102,0.023)) or verbal fluency scores (ß(95% CI): ‐0.005(‐0.080,0.071)). In observational analyses, each year of increased schooling among oldest children was associated with slower decline in verbal memory z‐scores (ß(95% CI): 0.010(0.001,0.019)) per decade, but not with verbal fluency. Conclusion: Our findings present promising, but inconclusive evidence that increases in schooling may have a beneficial effect on parents' levels of cognitive performance. This work has important implications globally, given the massive increases in educational attainment achieved by recent generations in these settings. [ABSTRACT FROM AUTHOR]